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TES: The largest network of teachers in the world
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AR for Education
Recent improvements in technology have made AR use a reality today. Popular platforms include the desktop PC/webcam combination, iPhones, or more complex systems that involve headgear or modified input devices.
Evidence has been found that integrating AR technology into lessons can have positive effects on student learning, including:
Below are a few examples of AR technologies that could be useful in educational settings for learners of all ages.
iPhone Apps
Augmeasure overlays a ruler onto images taken on the iPhone camera. It allows the students to measure short distances of up to 30 centimetres.
Wikitude
Wikitude displays pertinent information about the landmarks near you, including wiki articles, geo-tagged twitter posts, ATM's and more.
It works best in larger cities, where users have 'tagged' more points of interest.
For even more iPhone Apps, take a look at the iPhoneness 40 Best iPhone Apps website. Many of these apps have uses in the field of education.
Learn AR
Learn AR is a commercial platform that allows the use of AR with a desktop computer and a webcam. It provides AR simulations in essentially all curricular areas. If you missed the video about Learn AR on the e-Learning page, you may wish to review it. The site requires a subscription, but if you have a (fast) computer with a printer and webcam, you can try their free demonstration for biology on their website. . You can visit the Learn AR site at this link:
Learn AR Demo - Biology
Literacy
Various types of AR technology exist to support literacy skills. One example is known as Interactive Augmented Reality Books. These involve a sort of virtual "pop-up" in which the user can see digital images superimposed within the text or pictures of the book. Often a set of goggles, or a computer display is used. Both the eyeMagicBooks, and ARVolcano are examples of this technology.
Dunser (2008) expolored the use of AR to support struggling readers. The use of a desktop computer and webcam allowed the students to see an augmented view of pictures within a storybook. The specially-designed book included two cardboard paddles with black markers that are recognized by the computer. When the reader moves the paddles, they can interact with the story on the screen. For example, during one story, students interact with the plot when they must help a chicken to sneak past a sleeping fox. The computer displays an animated chicken atop one of the paddles. If the chicken moves too close to the fox, it will wake up.
Dunser tested the AR application to see if it would improve the re-telling ability of learners who struggled with literacy, compared to reading traditional picture books . Groups of students described by their teachers as "avid" readers, and those with "low reading skills" participated in the study. The storybook text appeared on the screen, and students had the option to hear the text read aloud, if they chose. After reading the books, students were interviewed for a re-telling and evaluation. For the group that used the AR technology, only certain passages of the book contained AR simulations or activities.
Dunser found that the avid readers were much stronger than the low-readers at re-telling the text-only passages (no AR). The avid and low-readers retold the AR sequences equally well. Further, most of the low-readers, who usually avoided books, wanted to read more books of this type.
Mathematics
Other systems, as in the video below, left, allow students to see a visual representation of concepts from number to geometry by using a webcam and desktop computer. Software such as the FLARToolkit are making this technology more easily accessible.
Science
Users wear a pair of goggles, a Personal Input Panel (PIP) and use a special pen that communicates with the AR system. By moving the pen on the PIP, students can manipulate virtual objects, as well as select and click on icons in the program. An infrared tracker follows the movements of the pen and PIP. The software runs on a standard desktop computer.
With Physics Playground, students have complete freedom to move; they can look on top, beside, or even lie down underneath the physics models they create!
Below, a student is experimenting with a rolling ball and curved ramp by using Physics Playground.
Similar AR simulations exist for other areas of science, such as chemical compounds, star maps, and so on.
References
Campos, P, Pessanha, S., & Jorge, J. (2011). Fostering collaboration in kindergarten through an augmented reality game. The International Journal of Virtual Reality, 10(3), 33-39.
Dunser, A. (2008). Supporting low ability readers with interactive augmented reality. In B.Wiederhold, L. Gamberini, S. Bouchard, & G. Riva (Eds.), Annual Review of CyberTherapy and Telemedicine: Changing the Face of Healthcare (pp. 39-46). SanDiego, CA: Interactive Media Institute. Retrieved from: http://www.vrphobia.com/Research/Publications/ARCTT2008.pdf#page=39
Kaufmann, H., & Meyer, B. (2008). Simulating educational physical experiments in augmented reality. Proceeding SIGGRAPH Asia '08 ACM SIGGRAPH ASIA 2008 Educators Programme. Retrieved from: http://delivery.acm.org.ezproxy.lib.ucalgary.ca/10.1145/1510000/1507717/a3-kaufmann.pdf?ip=136.159.235.223&acc=ACTIVE%20SERVICE&CFID=68896226&CFTOKEN=73329130&acm=1330809117_b394863ed57a6791c53c6b927776c145
Matthews, J.M. (2010). Using a studio-based pedagogy to engage students in the design of mobile-based media. English Teaching: Practice and Critique, 9(1), 87-102. Retrieved from: http://www.eric.ed.gov/PDFS/EJ890516.pdf
McKenzie, J., & Darnell, D. (2004). The eyeMagic Book. A report into augmented reality storytelling in the context of a children’s
workshop 2003. Christchurch: New Zealand Centre for Children’s Literature and Christchurch College of Education.
Medichelera, P., Chang, G., & Morreale, P. (2010). Visualization for increased understanding and learning using augmented reality.
Proceeding: MIR '10 Proceedings of the international conference on multimedia information retrieval. Retrieved from:
http://dl.acm.org.ezproxy.lib.ucalgary.ca/citation.cfm?id=1743384.1743462
Squire, K., & Jan, M. (2007). Mad City Mystery: Developing science argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5-29.
Storr, F. (2011). Playing with Wikitude outside the Bank of England [image]. Retrieved from: http://www.flickr.com/photos/fstorr/4028545211/
Van der Merwe, D. (2010). Augmeasure on the iPhone [image]. Retrieved from: http://www.flickr.com/photos/dvdmerwe/4338751600/
Woods, E., Billinghurst, M., Looser, J., Aldridge, G., Brown, D., Garrie, B., et al. (2004). Augmenting the science centre and museum experience. Proceedings of 2nd international conference on Computer graphics and interactive techniques in Australasia and SouthEast Asia
(Graphite 2004), Singapore. 230 - 236.